Simulation and Debriefing in Nursing Education Nursing education is a fast paced and ever changing field in which its educators must utilize teaching strategies that continually encourage active learning of their students. Simulation is a teaching strategy that is becoming commonplace in nursing curricula. By utilizing simulation, educators are able to duplicate most critical aspects of a clinical scenario so that it may be readily understood when students experience it in clinical practice (Cant & Cooper, 2010). This teaching strategy provides a safe and active learning environment for students to utilize their affective, cognitive and psychomotor skills in combination with the development of critical thinking, clinical decision-making
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Debriefing has been defined several times over and can be interpreted in various ways. Neill & Wotton (2011) have defined debriefing as an assessment between students and the educator that involves follow-up discussion based on the simulation that allows for feedback based on performance with an overall goal of enabling student improvement of skills. The debriefing period has several facets to involve students in reflecting on the simulation. It allows students to further develop their knowledge, clinical reasoning and decision-making skills to use in future clinical encounters by thinking aloud about their experiences (Neill & Wotton, 2011). When educators ensure there is a period of debriefing, they are also allowing the psychological aspect of simulation to be addressed as HFS can be a high stress environment for students. Oftentimes after the completion of the simulation, many students may feel a “sigh of relief” that the experience is over, yet many feelings of anxiety may linger. When debriefing is used as a teaching strategy, educators may delve into the deeper meaning of a student’s emotions and are able to affirm their feelings (Mariani, Cantrell, Meakim, Prieto & Dreifuerst, 2013). Educational literature based in nursing has stressed the importance of the debriefing …show more content…
When students are able to review the video of the simulation, they are enabled to identify their own skills strengths and weaknesses, correct mistakes, and observe achievement of learning outcomes (Grant, et al., 2014). Students tend to prefer this method of debriefing because they are able to view their own performance in full instead of having to piece together the simulation experience from memory. Students have expressed satisfaction with VAD within a team or peer observation style of debriefing (Grant, et al., 2014; Ha,
Debriefing has been defined several times over and can be interpreted in various ways. Neill & Wotton (2011) have defined debriefing as an assessment between students and the educator that involves follow-up discussion based on the simulation that allows for feedback based on performance with an overall goal of enabling student improvement of skills. The debriefing period has several facets to involve students in reflecting on the simulation. It allows students to further develop their knowledge, clinical reasoning and decision-making skills to use in future clinical encounters by thinking aloud about their experiences (Neill & Wotton, 2011). When educators ensure there is a period of debriefing, they are also allowing the psychological aspect of simulation to be addressed as HFS can be a high stress environment for students. Oftentimes after the completion of the simulation, many students may feel a “sigh of relief” that the experience is over, yet many feelings of anxiety may linger. When debriefing is used as a teaching strategy, educators may delve into the deeper meaning of a student’s emotions and are able to affirm their feelings (Mariani, Cantrell, Meakim, Prieto & Dreifuerst, 2013). Educational literature based in nursing has stressed the importance of the debriefing …show more content…
When students are able to review the video of the simulation, they are enabled to identify their own skills strengths and weaknesses, correct mistakes, and observe achievement of learning outcomes (Grant, et al., 2014). Students tend to prefer this method of debriefing because they are able to view their own performance in full instead of having to piece together the simulation experience from memory. Students have expressed satisfaction with VAD within a team or peer observation style of debriefing (Grant, et al., 2014; Ha,